Monday, May 20, 2013

Final Review — Spring 2013


  • APUSH - 2013 Spring Final Review!
  • Tecumseh;
  • Hartford Convention;
  • “Era of Good Feelings;”
  • The influence of J. Marshall
  • “Results of the Panic of 1837;
  • “The American System” and the “Bonus Bill;”
  • Goals of the Jacksonians;
  • Identify the changes which took place during the Jasksonian Era regarding political parties;
  • Be able to identify the arguments behind those issues defining “states rights”
  • Kentucky & Virginia resolutions;
  • The South Carolina Exposition and Protest;
  • The South’s reasons for secession resulting in Civil War;
  • The Peggy Eaton Affair;
  • Arguments presented by each in the Hayne-Webster Debates;
  • MO Compromise;
  • Manifest Destiny;
  • Characterizations of the United States between 1820 and 1850;
  • The early feminist movement (leaders, goals & Sentiments);
  • The most significant result of the Mexican-American War
  • Define & give examples of “Popular Sovereignty;”
  • Feature(s) of the Compromise of 1850;
  • Significance of the Kansas-Nebraska Act;
  • Why John Brown was a, “... very important person;”
  • Everything about the Dred Scott Decision;
  • Reason(s) why the Republican party originated;
  • The various bills (and compromises) introduced in the 1860’s that attempted to prevent a Civil War (including the Wilmot Proviso);
  • A question asking you to identify causes of the Civil War in order of significance;
  • Effects of the Emancipation Proclamation;
  • How did Lincoln’s view & objectives change as the war advance;
  • Characterize the South’s economy prior to the Civil War (and do not forget to factor in the fact that most were poor);
  • How could the South (Confederate) win the war?;
  • Antietam;
  • Civil Rights Act of 1866;
  • Reconstruction plans;
  • A. Johnson’s impeachment;
  • Jim Crow;
  • The Civil War Amendments;
  • The meaning of “redemption;”
  • The primary, underlying reason for the end of Reconstruction;
  • Facts concerning the “disputed election””
  • Seward’s Folly
  • The biggest failure of Reconstruction
Essay: From the three essays below, you will be given two, from which you will choose one to write:

Analyze the ways in which controversy over the extension of slavery into western territories contributed to the coming of the Civil War. Confine your answer to the period 1845–1861. 


The Civil War was doubly tragic because it was completely unnecessary. Slavery had been ended in other nations by the stroke of a pen, and so it could have been in the United States.

Assess the validity of this statement.


The sectional compromises of the first half of the nineteenth century were not in fact compromises but rather “sectional sellouts” in which the North gave in to the insistent demands of the slaveholding South.

Assess the validity of this statement.

The DBQ


To assist in writing a good DBQ, please read the following:


  1. Read the question -- that is, the prompt -- three times. Remember that in this instance "AP" stands for "address prompt."
  2. Identify the task. State in your own words what you are being asked to write.
  3. Circle or underline the main words, especially words of direction, such as "analyze," "explain," "compare and contrast," "evaluate," and "to what extent."
  4. Briefly list the main events of the historical time period addressed. Use the acronym PERSIA to help you categorize the political, economic, religious, social, intellectual, and artistic aspects of the period. This is outside information that may be included in the essay.
  5. Read each document, noting the source or the title. Briefly write the main point of each document. If the prompt requires you to take one position or another, group the documents on the basis of those positions. 
  6. Use the source or the title when referring to the information in the document. Do NOT use the word "document" in the narrative of your essay. (Writing "Document A says," "Document B says," and so on results in a laundry list of documents instead of an essay.) You may use the word "document" in parentheses as a reference to a specific document at the end of the information you have included from that document. These notes help you organize your use of the documents throughout your essay. Essential note to remember: Students write the essay; documents don't write the essay.

No comments:


Sunday, April 14, 2013

April 15th — 22nd


On Friday we began -- Chapter 12: Antebellum Culture and Reform
The chapter objectives are:
  • How American intellectuals developed a national culture committed to the liberation of the human spirit (doesn't that sound fun?);
  • How this commitment to the liberation to the human spirit (more fun!) led to and reinforced the reform impulse of the period;
  • How the crusade against slavery became the most powerful element in this reform movement.
Really all fun stuff!

Monday


We'll be finishing up Section one (since it's that much fun!), then hopefully begin Section 2; "Remaking Society!" How much fun does that sound?!?

Major themes include:

  • Literature and the quest for liberation;
  • Literature in the Antebellum South;
  • The contributions of the Transcendentalists to American culture;
  • And the various reform movements that flourished at this time in history.
The the primary source from the writing of Ralph Waldo Emerson and questions below will be a class assignment we'll cover together.


If any man spoke for the new democratic age, it was Ralph Waldo Emerson. Here, in an except from his essay, “Self-Reliance,” he exhorts his fellow citizens to have confidence in themselves and their potential — what is democratic about that? How does this selection reflect the force behind the reform movement in America? REad the section iin your text on Emerson (p. 322), and compare what you read in this document with the philosophy of transcendentalism. What similarities exist?
On the contrary, how might it be argued that Emerson is really saying nothing new, but is merely verbalizing what Americans already believed but had not put into words? Are the people Emerson is addressing once again being “forced to take with shame [their] own opinions from another?”
To believe your own thought, to believe that what is true for you in your private heart is true for all men,--that is genius. Speak your latent conviction, and it shall be the universal sense; for always the inmost becomes the outmost--and our first thought is rendered back to us by the trumpets of the Last Judgment. Familiar as the voice of the mind is to each, the highest merit we ascribe to Moses, Plato and Milton is that they set at naught books and traditions, and spoke not what men, but what they thought. A man should learn to detect and watch that gleam of light which flashes across his mind from within, more than the lustre [sic] of the firmament of bards and sages. Yet he dismisses without notice his thought, because it is his. In every work of genius we recognize our own rejected thoughts; they come back to us with a certain alienated majesty. Great works of art have no more affecting lesson for us than this. They teach us to abide by our spontaneous impression with good-humored inflexibility then most when the whole cry of voices is on the other side. Else to-morrow [sic] a stranger will say with masterly good sense precisely what we have thought and felt all the time, and we shall be forced to take with shame our own opinion from another.
Ralph Waldo Emerson, Essays (New York: Hurst, 1885), pp. 63-64.
Homework: Read and re-read Section one and two, pp. 318-334;
Also:

At the women’s rights convention held at Seneca Falls, New York, in 1848, the delegates declared that “all men and women are created equal” and listed the “injuries and usurpations on the part of man toward woman.” Then the convention adopted a series of resolution  for constructive action, among which were the following:
Resolved, That the same amount of virtue, delicacy, and refinement of behavior that is required of woman in the social state, should also be required of man, and the same transgressions should be visited with equal severity on both man and woman.
Resolved, That the objection of indelicacy and impropriety, which is so often brought against women when she addresses a public audience, comes with a very ill grace from those who encourage, by their attendance, her appearance on the stage, in the concert, or in feats of the circus.
Resolved, That it is the duty of the women of this country to secure to themselves their sacred right to the elective franchise.
Resolved, That the equality of human rights results necessarily from the fact of the identity of the race in capabilities and responsibilities.
Resolved, That the speedy success of our cause depends upon the zealous and untiring efforts of both men and women, for the overthrow of the monopoly of the pulpit, and for the securing to women an equal participation in the various trades, professions, and commerce.
What do these tell you about the goals of the early women’s rights movement?
What do they also tell you about the prejudices that women would have to overcome to gain the equality they sought?


Also: select a reading from Whitman's, Leaves of Grass, and prepare a two-paragraph reaction / interpretation to your selection. Please reference:

http://www.bartleby.com/142/index.html

The Whitman assignment is due Wednesday Thursday.

Tuesday


Students will be asked to share their responses from their homework.
By the end of the class, we should be finished with Sections one and two.

Yesterday's objectives were hefty, to say the least, so today we'll continue to wrap up this section, then begin the section, "Remaking Society."

Major themes to be covered include:

  • The philosophy of reform;
  • The temperance movement;
  • Education & rehabilitation;
  • And the first real feminist movement.
Homework: Read pp. 334-341 (end of chapter)


Thursday

A discussion of Whitman's Leaves of Grass assignment & Tuesday's homework assignment on the Declaration of Sentiments.

If any time remaining, we'll discuss "The Crusade Against Slavery"


  • This section could be the "cause" war, but I wouldn't dare say so at the school I came from.

Homework:


Harriet Beecher Stowe, Uncle Tom's Cabin (London: Bentley, 1852), pp. 356-358.
These two coloured men were the two principal hands on the plantation. Legree had trained them in savageness and brutality as systematically as he had his bull-dogs; and, by long practice in hardness and cruelty, brought their whole nature to about the same range of capacities. It is a common remark, and one that is thought to militate strongly against the character of the race, that the negro overseer is always more tyrannical and cruel than the white one. This is simply saying that the negro mind has been more crushed and debased than the white. It is not more true of this race than of every oppressed race, the world over. The slave is always a tyrant, if he can get a chance to be one. . . .
     It was late in the evening when the weary occupants of the shanties came flocking home--men and women, in soiled and tattered garments, surly and uncomfortable, and in no mood to look pleasantly on newcomers. The small village was alive with no inviting sounds; hoarse, guttural voices contending at the hand-mills where their morsel of hard corn was yet to be ground into meal, to fit it for the cake that was to constitute their only supper. From the earliest dawn of the day, they had been in the fields, pressed to work under the driving lash of the overseers; for it was now in the very heat and hurry of the season, and no means were left untried to press everyone up to the top of their capabilities. "True," says the negligent lounger; "picking cotton isn't hard work." Isn't it? And it isn't much inconvenience, either, to have one drop of water fall on your head; yet the worst torture of the Inquisition is produced by drop after drop, drop after drop, falling moment after moment, with monotonous succession, on the same spot; and work in itself not hard becomes so by being pressed, hour after hour, with unvarying, unrelenting sameness, with not even the consciousness of free-will to take from its tediousness. Tom looked in vain among the gang, as they poured along, for companionable faces. He saw only sullen, scowling, embruted men, and feeble, discouraged women, or women that were not women--the strong pushing away the weak--the gross, unrestricted animal selfishness of human beings, of whom nothing good was expected and desired; and who, treated in every way like brutes, had sunk as nearly to their level as it was possible for human beings to do.
The influence of Harriet Beecher Stowe’s book, Uncle Tom’s Cabin on the northern perception of the South’s “peculiar institution” was such that Abraham Lincoln was said to have addressed her in 1862 as, “the little woman who wrote the book who made this great war.” Presented here is a selection from that “book,” which describes the arrival of Uncle Tom on the plantation of Simon Legree.
  • What was Stowe’s purpose in writing this book? 
  • Notice that Legree is not a southerner, but is from New England. Why would she have created such a character? 
  • What of the “two coloured men” who served Legree as his “principal hands”? 
  • What was the author trying to say about the effect of slavery on slaves?
  • Reread the section, “Where Historians Disagree” in Chapter Eleven.
  • Which historian would Stowe have agree?
Due Friday.

Friday

Scheduled as a "catch-up-day" as well concluding the Chapter.

Homework: Read the DBQ (handout in class) five times.

Monday
Discuss HBS's homework assignment...

DBQ intro.

Homework (yes, the weekend and I'm asking you for homework).

Read student examples of the DBQ I handed you yesterday, and give each a grade of "good,"  "okay," or "blah." Give justifications on how and why you arrived at your grade. You'll each be given three examples.

Sunday, March 31, 2013


Monday
Objective
  • Understand and give examples of the vast changes taking place in the Northeast as agriculture declined while urbanization and industrialization progressed at a rapid rate.
Homework for next class -- pp. 278-292 (this pp. represent two sections, "Men & Women at Work" and Patterns of Industrial Society")

Tuesday

Objective
  • Discuss the living and working conditions of both men and women in the northern factory towns and on the northwestern farms.
Homework for next class...

Wednesday
Objective
  • List reasons why the Northeast and Northwest tended to become more dependent on each other, while the South become isolated from the rest of the nation in the 1840s and 1850s.
Homework... finish the chapter pp. 292-295
Thursday
Objective
  • List reasons why the Northeast and Northwest tended to become more dependent on each other, while the South become isolated from the rest of the nation in the 1840s and 1850s.
Most likely, we'll not finish the chapter although that is our main objective...

Friday
Objective

  • Finish the chapter

Thursday, March 7, 2013

Monday's Test Review


  • The significance of the Lewis and Clark expedition 
  • List the effects that the Jefferson’s Embargo Act had on the United States?
  • The significance of the Prophet, Tenskwatawa, was significant because
  • Apart from the British, the real losers in the War of 1812 were the
  • The Hartford Convention was held in an effort to...?
  • Identify the effects of War of 1812?
  • "Infant industries" in the US after the War of 1812 need government assistance through...?
  • What would be the purpose for a well-developed transportation system?
  • The second Bank of the United States could deal with the nation's currency problem by doing what?
  • According to "nationalists" in the government, "internal improvements" should be financed by whom?
  • The administration of President James Monroe was called the "Era of Good Feelings" due to?
  • The Black Belt was what?
  • In the American mind of the 1820s, the Great Plains was seen as... what?
  • The Panic of 1819 had what effects on the economy?
  • The Missouri crisis, which was settled by a compromise in 1820, was significant because it was a sign of sectional crisis and because it also showed what as a nation?
  • What were the terms of the MO Compromise?
  • What was the purpose of the National Road?
  • John Marshall's influence on the Supreme Court was so great that... what?
  • The lasting significance of Gibbons v. Ogden was... what (not, "so what?)?
  • The decisions of the Marshall Court was important to the new nation for what reason?
  • In its rulings concerning the Indian tribes, the Marshall Court said...?
  • The charge of a "corrupt bargain" was raised during what event?
  • Adams's nationalistic program and Bonus Bill, was not funded because Madison believed... what?
  • In his victory in 1828, Jackson drew his greatest support from who?
  • The goal of the Jacksonians was... yea, what?
  • Andrew Jackson’s election in 1828 is seen by many historians to represent, you know... what?
  • The most significant change regarding "party" to take place in the Jacksonian era was... so?
  • Which of the following did Jackson and the Jacksonians NOT attack?
  • Which of the following was NOT a democratic reform of the age of Jackson?
  • The South Carolina Exposition and Protest condemned as unconstitutional... what? or who? 
  • John C. Calhoun advanced the theory of nullification as... ?
  • In the nullification Controversy, took the position that... ?
  • The most significant result of the Eaton affair was that


Monday, March 4, 2013

While I'm gone!


APUSH Schedule

Important Due Dates while I’m gone
  • Friday, 3/8; Chapter, 8 One-pager due for anyone expecting extra credit on Monday’s Test
  • Monday, 3/11; Chapter 8 Test

Monday, 3/4
  • Review Supreme Court Cases and have class provide feedback;
  • Review the rest of the class assignments that have been emailed and posted on the blog;
  • The remainder of the class will be spent cover Chapter 9; “The Jacksonian Era”

Tuesday, 3/5
  • Presentations of Supreme Court cases.

Wednesday, 3/6
  • Finish presentations of Supreme Court Cases
  • If anytime remains, then use this time to write a 3 paragraph “gist” on the reading from the Prologue I handed you last week;
  • Homework:
    • Hand in “gist” tomorrow.

Thursday, 3/7
  • Form into your groups from last Friday (March 1st on Sup. Ct. cases) and brainstorm three main points to share with class from your 3 main points from your Prologue “gist” 
  • Share!
  • Homework:
    • Create chart from, “Where’s Historians Disagree (pp. 238-239);

Friday, 3/8
Discuss with Elder review guide for Monday’s test.
The remainder of class will be devoted to any other questions
  • Homework:
  • Test on Monday

Tuesday, February 26, 2013

Week of February 25th — March 1st

Monday
Which has come and gone; We experienced a shortened class due to last week being "crazy" with P/T conferences, early releases and a snow day to boot.

Our objective was to touch base and discuss how important this class is. Unfortunately, after being told that I would miss many days next week, due to being out of town, many of you just wanted to watch movies, instead of covering material on your own.

Tuesday
Objectives:

  • List the accomplishment(s) of the Monroe Administration;
  • Understand the background and significance of the MO Compromise.
Classwork:
Divide into groups and choose a Supreme Court "landmark" decision to report on Friday.


Homework:
Re-read the section, "Sectionalism and Nationalism" and read, "The Revival of Opposition" (pp. 231-233);


Wednesday
Objective:

  • Understand the significance of the election of 1824 and it's ultimate impact on the election of 1828 (re-read "Prologue"


Homework:
Begin Chapter 9; The Jacksonian Era

Thursday
Introduce Chapter 9

Objectives:





Monday, February 18, 2013

The Crazy Week of 2/19 and 2/21

Overview of the Week —Which comprise of TWO days and a total of 124 minutes — Absolutely Not Enough Time to do History Right!
Those of you who are astute, know that we are a day behind last week since we started off last Monday with a SNOW DAY. So Friday becomes Tuesday... another day off. And if we look at the weather, Wednesday look ominous — however the GOOD NEWS is we don't have class together!!!


Friday

Objectives:

  • List the effects the War of 1812 had on banking, shipping, farming, industry, and transportation.

Homework:

  • Re-read pp. 217 — 221


Sunday, February 10, 2013

Class Schedule February 11th — 15th

Week Overview
Monday we'll begin by reviewing Jefferson's "Peaceful Coercion" and the causes of the War of 1812. Once I'm certain there aren't any questions, then we'll discussed the important developments associated with this very "peculiar" war. On Friday, we ended class in about the middle of the section entitled, "War and Expansion" and we were about to begin the subsection, "The Indian Problem." After this section (War and Expansion), there is one more section to cover in this chapter. I see us finishing this chapter by Wednesday, if not Tuesday.

On Thursday I will not be in class, and will assign you a in-class essay to complete. Good luck.

Monday
Objectives:

  • Understand and list the numerous explanations of the causes of the War of 1812, and why there is so much disagreement among historians.
  • Explain the problems caused by Tecumseh's attempts at confederation and by the Spanish presence in Florida as Americans surged westward.


Homework:

  • Please re-read pp. 204 — 209;
  • Read pp. 209 — 213.

Tuesday
Objectives:

  • Explain the extent of the opposition to the American war effort, and the ways in which New England Federalists attempted to show their objections.
  • Understand the ebb and flow of the War of 1812, and the peace that it brought.

Homework:

  • Begin 1-Pager (Due Thursday)

Wednesday
Objectives:

  • Tie up any lose ends from this Chapter, and...
  • If we're lucky, we'll get to introduce Chapter 9, "Varieties in American Nationalism," so we might not get to this until Friday.

Thursday
Classwork:

  • Write an timed essay to be completed in class.

Homework:

  • Read pp. 217 (introduction to chapter) — 221; "A Growing Economy"

Friday

Objectives:

  • List the effects the War of 1812 had on banking, shipping, farming, industry, and transportation.

Homework:

  • Re-read pp. 217 — 221

Monday, February 4, 2013

Class Schedule for Week of 2/3 — 2/8

Overview of week:


Monday (Left over from last Wednesday)
Objective:

  • Review the political philosophy of Jefferson and understand the extent to which he was able to adhere to his philosophy while president; 
  • As well as the Jeffersonian-Federalist struggle over the judiciary--its causes, the main points of conflict, and the importance of the outcome for the future of the nation.

Homework:
Read/take notes, pp. 200-204, Doubling the National Domain.

Tuesday
Objective:

  • Understand President Jefferson's constitutional reservations concerning the Louisiana Purchase, and the significance of his decision to accept the bargain;
  • The reasons for President Jefferson's sponsorship of the Lewis and Clark expedition, and the importance of that exploration;
  • The many problems involved in attempting to achieve an understanding of Aaron Burr and his "conspiracy."

Thursday, January 31, 2013

Chapter 7 Primary Source Reading



Manasseh Cutler was as diverse as the new United States. A teacher, doctor, lawyer, scientist, and land agent, he eventually turned to politics and in 1800 was elected to Congress as a Federalist from Massachusetts. Below is a selection taken from a letter to his daughter that describes his circumstances in Washington, the new national capital. With Cutler's letter is an excerpt from the writings of F. A. Michaux, a French botanist who traveled through the western areas of the nation. His description of the people of Kentucky stands in stark contrast to Cutler's description of Washington society and offers excellent proof of the variety that was America.
In both documents, religion played an important part. What do the religious differences reveal about the two ways of life? What can you gather about the relationship between religion and social class in America? What seems to be the main reason for the differences in attitude toward religion in the two areas? What attitudes toward religion do the two societies have in common? What does this reveal about religious toleration in the United States?
Notice the forms of entertainment enjoyed by the two groups. What do they tell you about the nature of the two societies and the people who made them up? Do these entertainments reveal any class divisions, or can they be explained by something else?
How do you think the two societies would respond to the question "To what degree should the people be allowed to govern themselves?" Why do you believe this? What evidence supports your conclusion? From these two documents, what can be told about the impact of the frontier on American life, culture, and values?
Read the description of Washington, D.C., found in the text. How does Cutler's letter compare with the account found there? What might account for the difference--note the date the letter was written, the month, and the year. Also note Cutler's political party.
Washington, Dec. 2, 1801
MY DEAR BETSY: . . . It shall be the subject of this letter to give you some account of my present situation and of occurrences since I left home.
     The city of Washington, in point of situation, is much more delightful than I expected to find it. The ground, in general, is elevated, mostly cleared, and commands a pleasing prospect of the Potomac River. The buildings are brick, and erected in what are called large blocks, that is, from two to five or six houses joined together, and appear like one long building. . . . Mr. King, our landlord, occupies the south end, only one room in front, which is our parlor for receiving company and dining, and one room back, occupied by Mr. King's family, the kitchen is below. The four chambers are appropriate to the eight gentlemen who board in the family. In each chamber are two narrow field beds and field curtains, with every necessary convenience for the boarders. . . . Mr. King's family consists only of himself, his lady and one daughter, besides the servants, all of whom are black. Mr. King was an officer in the late American Army, much of a gentleman in his manner, social and very obliging. I have seen few women more agreeable than Mrs. King. . . . She was the daughter of Mr. Harper, a very respectable merchant in Baltimore; has been favored with an excellent education, has been much in the first circles of society in this part of the country, and is in nothing more remarkable than her perfect freedom from stiffness, vanity, or ostentation. Their only daughter, Miss Anna, is about seventeen, well formed, rather tall, small featured, but is considered very handsome. She has been educated at the best schools in Baltimore and Alexandria. She does not converse much, but is very modest and agreeable. She plays with great skill on the Forte Piano, which she always accompanies with a most delightful voice, and is frequently joined in the vocal part by her mother. Mr. King has an excellent Forte Piano, which is connected with an organ placed under it, which she fills and plays with her foot, while her fingers are employed upon the Forte Piano.
     The gentlemen, generally, spend a part of two or three evenings in a week in Mr. King's room, where Miss Anna entertains us with delightful music. After we have been fatigued with the harangues of the Hall in the day, and conversing on politics, in different circles (for we talk about nothing else), in the evening, an hour of this music is truly delightful. On Sunday evenings, she constantly plays Psalm tunes, in which her mother, who is a woman of real piety, always joins. . . .
     I can not conclude without giving you some description of our fellow-lodgers, with whom I enjoy a happiness which I by no means expected. . . . It is remarkable that all these gentlemen are professors of religion and members of the churches to which they respectively belong. An unbecoming word is never uttered by one of them, and the most perfect harmony and friendliness pervades the family.
William Parker Cutler and Julia Perkins Cutler, eds., Life, Journals and Correspondence of Rev. Manasseh Cutler (Cincinnati: Clarke, 1888), 2:50-53.
* * *
The inhabitants of Kentucky, are nearly all natives of Virginia, and particularly the remotest parts of that state; and exclusive of the gentlemen of the law, physicians, and a small number of citizens who have received an education suitable to their professions in the Atlantic states, they have preserved the manners of the Virginians. With them the passion for gaming and spirituous liquors is carried to excess, which frequently terminates in quarrels degrading to human nature. The public-houses are always crowded, more especially during the sittings of the courts of justice. Horses and law-suits comprise the usual topic of their conversation. If a traveller happens to pass by, his horse is appreciated; if he stops, he is presented with a glass of whiskey, and then asked a thousand questions
      . . . their only object being the gratification of that curiosity so natural to people who live isolated in the woods, and seldom see a stranger. They are never dictated by mistrust; for from whatever part of the globe a person comes, he may visit all the ports and principal towns of the United States, stay there as long as he pleases, and travel in any part of the country without ever being interrogated by a public officer.
     Among the various sects that exist in Kentucky, those of the Methodists and Anabaptists are the most numerous. The spirit of religion has acquired a fresh degree of strength within these seven or eight years among the country inhabitants, since, independent of Sundays, which are scrupulously observed, they assemble, during the summer, in the course of the week, to hear sermons. These meetings, which frequently consist of two or three thousand persons who come from all parts of the country within fifteen or twenty miles, take place in the woods, and continue for several days. Each brings his provisions, and spends the night round a fire. The clergymen are very vehement in their discourses. Often in the midst of the sermons the heads are lifted up, the imaginations exalted, and the inspired all backwards, exclaiming, "Glory! glory!" This species of infatuation happens chiefly among the women, who are carried out of the crowd, and put under a tree, where they lie a long time extended, heaving the most lamentable sighs.
     There have been instances of two or three hundred of the congregation being thus affected during the performance of divine service; so that one-third of the hearers were engaged in recovering the rest. Whilst I was at Lexington I was present at one of these meetings. The better informed people do not share the opinion of the multitude with regard to this state of ecstasy, and on this account they are branded with the appellation of bad folks. Except during the continuance of this preaching, religion is very seldom the topic of conversation. Although divided into several sects, they live in the greatest harmony; and whenever there is an alliance between the families, the difference of religion is never considered as an obstacle; the husband and wife pursue whatever kind of worship they like best, and their children, when they grow up, do just the same, without the interference of their parents.
F. A. Michaux, "Travels West of the Allegheny Mountains," in Reuben Gold Thwaites, ed., Early Western Travels, 1748-1846 (Cleveland: Clark, 1904), 3:246-250.

Sunday, January 27, 2013

Class Schedule for January 27th to February 1st




OverviewPlease be on notice as of now (Sunday), that we'll have a test on Friday (see below Thursday night's homework assignment)

Also: Please read this short story:

http://www.bartleby.com/195/4.html

Paying attention to paragraphs 29 — 35 (however, if you don't read the pervious paragraphs, these won't make sense).

 Monday, please be prepared to discuss the section on "The Rise of Cultural Nationalism."

Homework (for Tuesday):
Read and take notes over the section, "Stirrings of Industrialism."
In the far left column in your notes, have the following headings,

  • Samuel Slater
  • Oliver Evans
  • Eli Whitney
  • Transportation Innovations
  • Rapid Growth of American Shipping
  • Robert Fulton
  • Turnpikes
  • Rising Cities & Urban Life" 

(Also! read, "Patterns of Popular Culture: Horse Racing," as well as the previous section, "America in the World: The Global Industrial Revolution").

In any discussion of the beginnings of industry in the US, pp. 218-220 & 276-280 must be considered. On these pages, Brinkley concentrates on the period from 1820-1850. By reviewing these sections (pages), one can better see the big picture of industrialism in the US.

Tuesday
Objective:
Students will identify the reasons that the Industrial Revolution developed in the US during the period of early 1800s.

Homework:
Read/take notes, pp. 194-200, Jefferson the President.

Wednesday
Objective:

  • Review the political philosophy of Jefferson from last night's homework, and understand the extent to which he was able to adhere to his philosophy while president; 
  • As well as the Jeffersonian-Federalist struggle over the judiciary--its causes, the main points of conflict, and the importance of the outcome for the future of the nation.

Homework:
Read/take notes, pp. 200-204, Doubling the National Domain.

Thursday
Objective:

  • Understand President Jefferson's constitutional reservations concerning the Louisiana Purchase, and the significance of his decision to accept the bargain;
  • The reasons for President Jefferson's sponsorship of the Lewis and Clark expedition, and the importance of that exploration;
  • The many problems involved in attempting to achieve an understanding of Aaron Burr and his "conspiracy."

Homework:
Study for Test 
  • The test will cover chapter 6 & the first four sections of chapter 7

Monday, January 21, 2013

Schedule for Tuesday, 1/22 — Tuesday, 1/29

Overview for the Week...
One-pager due on Friday;
The week's objective is to finish the chapter and begin the next (Chapter 7; "The Jeffersonian Era") of which the first section concentrates on society, and the next section on the economy, before getting back to politics and the new president T. Jefferson.
I will be giving you a chapter to read out of Steven Ambrose's, "Undaunted Courage," which will discuss "Jefferson's America." I believe this chapter is very important since it describes a world that you will find very foreign.  My goal is to hand this to you on Tuesday, but I know that our school copier has been broken, so it might not get this reading until later.

Tuesday
Objective:
  • Review of how "The US, aka America" began to exercise their authority internationally & domestically
  • Washington steps down and warns America.
  • Introduce President John Adams
Homework:
Read... outline pp. 171 - 174

Wednesday
Objective:
  • John Adams as President of the US & his VP -- very complicated material.
Homework:
Read... outline pp. 174-178

Thursday
Objective:
  • Quasi War with France
    • Serves as a major piece of the puzzle leading into Jeffersonian Democratic-Republicans coming to power
  • Alien & Sedition acts -- and ways the Constitution might be abused
  • The Revolution of 1800
    • One of the strangest periods of US history
      • Adams vs. Jefferson
      • Occupying the new Capital
    • Friday
      Objective: 
      Students will become familiarized with the chapter by reading the introduction and summarize each paragraph.

      Classwork: 
      • Introduce the chapter by reviewing the introduction on pp. 180-181;
      • Divide into 4 groups, with each group taking a paragraph.
      • Groups summarize / paraphrase paragraphs
      • Survey the Significant Events, making predictions on meaning/significance

      Homework / Activities: 
      • Read (and as always, take cornel notes) pp. 182-188;

      Monday, 1/28
      Objective:
      Through readings and discussion, students will explain examples of why Jefferson’s world in 1800 was very different than today, or even compared to A. Lincoln’s world, 65 years later.

      Classwork:
      • Discuss the changes the US experienced by 1800;
      • Powerpoint on last night’s text readings.

      Homework:
      Read pp. 188-194

      Tuesday, 1/29
      Objective:
      Students will identify the reasons that lead to the beginnings of early American industrialization.

      Classwork:
      • Discuss The stirrings of industrialism in the early US
      • Powerpoint on last night’s text readings.

      Homework:
      Read pp. 200-204

Sample DBQ

Access this site to look at how to write a DBQ.

http://apcentral.collegeboard.com/apc/public/repository/ap10_us_history_q1.pdf

Sunday, January 13, 2013

Schedule for the week of 1/14 -- 1/18

Monday, 1/14

Hand in the Homework from Friday (find a current event article and relate it to the Constitution... and please, nothing on the 2nd Amendment!)

Objective: 
  • Understand Hamilton's 3-part Ecomonic Plan -- HUGE!
  • The New America in the "New World."
Homework:
Read (and outline) pp. 154 - 171
One-pager (Chapter 6) -- Due Thursday


Tuesday
Objective:
  • Review of how "The US, aka America" began to exercise their authority internationally & domestically
  • Introduce President John A.
Homework:
Read... outline pp. 171 - 174

Wednesday
Objective:
  • John Adams as President of the US & his VP -- very complicated material.
Homework:
Read... outline pp. 174-178
One-pager (Chapter 6) -- Due Thursday (as in tomorrow).
Let's make this due... except for Scarneti...

Thursday
Objective:
  • Quasi War with France
    • Serves as a major piece of the puzzle leading into Jeffersonian Democratic-Republicans coming to power
  • Alien & Sedition acts -- and ways the Constitution might be abused
  • The Revolution of 1800
    • One of the strangest periods of US history
      • Adams vs. Jefferson
      • Occupying the new Capital

    NO School Friday or Monday.